<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2237-9460</journal-id>
<journal-title><![CDATA[Revista Exitus]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Exitus]]></abbrev-journal-title>
<issn>2237-9460</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Oeste do Pará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2237-94602020000100101</article-id>
<article-id pub-id-type="doi">10.24065/2237-9460.2020v10n0id1148</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[DESAFIOS NA EDUCAÇÃO BILÍNGUE DE SURDOS: relações que professores estabelecem com o ensino de língua portuguesa escrita para surdos]]></article-title>
<article-title xml:lang="en"><![CDATA[CHALLENGES IN THE BILINGUAL EDUCATION OF THE DEAF: the relations that teachers establish with teaching of written Portuguese language for the deaf]]></article-title>
<article-title xml:lang="es"><![CDATA[DESAFÍOS EN LA EDUCACIÓN BILINGÜES PARA SORDOS: relaciones que los maestros establecen con la enseñanza del portugués escrito para sordos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Calixto]]></surname>
<given-names><![CDATA[Hector Renan da Silveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[Amélia Escotto do Amaral]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[Alexandre do Amaral]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Oeste do Pará (ICED/UFOPA) Instituto de Ciências da Educação ]]></institution>
<addr-line><![CDATA[Libras ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro (UERJ/FEBF)  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto de Letras da UERJ Dep. de Língua Portuguesa e Filologia (LIPO) ]]></institution>
<addr-line><![CDATA[Rio de Janeiro ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>10</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2237-94602020000100101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2237-94602020000100101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2237-94602020000100101&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Apenas em tempos recentes, foram propostas ações, voltadas à promoção de mudanças nas relações sociais com as pessoas com deficiência em uma perspectiva inclusiva. Em relação ao surdo e a surdez, do ponto de vista histórico, as percepções deslocam-se da concepção de surdez como doença para a ideia de diferença, oscilando entre a caracterização da surdez como restrição e o reconhecimento de educabilidade e potencialidades do sujeito surdo. A busca de metodologias, estratégias e atendimento educacional, voltados especificamente para surdos, exemplificam os avanços dessa discussão. No contexto escolar é relevante compreender a visão que professores têm do surdo, da sua participação nas atividades escolares e das formas específicas de ensino. Este artigo reflete sobre esse cenário e, de forma mais específica, sobre professores que atuam com alunos surdos em situação de inclusão e quais relações estabelecem com o ensino de LPE para alunos surdos. Analisam-se, em uma perspectiva exploratório descritiva, narrativas de professores que atuam com alunos surdos nos anos iniciais de redes municipais da Baixada Fluminense. As categorias de análise se organizam a partir de dois eixos: informações sobre a aprendizagem escolar de surdos, e as articulações entre crenças e percepções sobre a aprendizagem de alunos surdos. Utilizam-se os princípios da pesquisa-ação, analisando narrativas de professores. As narrativas apresentam elementos que evidenciam as percepções dos professores sobre o ensino e a aprendizagem de alunos surdos em contexto de inclusão, apontando para o papel que a escola exerce no aprendizado do aluno surdo e as questões que envolvem os saberes e os fazeres pedagógicos dentro do contexto escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Only in recent times have actions been proposed aimed at promoting changes in social relations with people with disabilities in an inclusive perspective. Concerning the deafness and the deaf people, from a historical point of view, perceptions move from the concept of deafness as a disease to the idea of difference, oscillating between the characterization of deafness as a restriction and the recognition of the deaf people and his educability and potentialities. The search for methodologies, strategies and educational assistance, aimed specifically at the deaf students, exemplifies the advances of this discussion. In the school context it is relevant to understand the teachers' view of the deafs, their participation in school activities and the specific forms of teaching. This article reflects on this scenario and, more specifically, on teachers who work with deaf students in inclusion situations and which relattions stablish with teaching of written Portuguese language for the deaf. In an exploratory descriptive perspective, narratives of teachers who work with deaf students in the initial years of municipal schools from Baixada Fluminense are analyzed. The categories of analysis are organized from two axes: information about the deaf school learning, and the articulation between beliefs and perceptions about the learning of deaf students. We use the principles of action research, analyzing teachers' narratives. The narratives present elements that evidence teachers' perceptions about the teaching and learning of deaf students in the context of inclusion, pointing to the role that the school plays in the learning of the deaf student and the questions that involve the knowledge and the pedagogical tasks within the school context.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En los últimos tiempos, se han propuesto acciones destinadas a promover cambios en las relaciones sociales con personas con discapacidad desde una perspectiva inclusiva. Con respecto a la sordera las percepciones cambian de la concepción como una enfermedad a la idea de la diferencia, oscilando entre su caracterización como una restricción y el reconocimiento de la educabilidad y las potencialidades del sujeto sordo. La búsqueda de estrategias y servicios educativos, específicamente dirigidos a los sordos, ejemplifican los avances de esta discusión. En el contexto escolar, es relevante comprender la opinión que los maestros tienen sobre los sordos, su participación en las actividades escolares y las formas específicas de enseñanza. Este artículo reflexiona sobre este escenario, específicamente, sobre los maestros que trabajan con estudiantes sordos en una situación inclusiva. Desde una perspectiva exploratoria descriptiva, se analizan narraciones de los docentes que trabajan con estudiantes sordos en los primeros años de la escuela. Las categorías de análisis se organizan en dos ejes: información sobre el aprendizaje escolar y las articulaciones entre creencias y percepciones sobre el aprendizaje de los estudiantes sordos. Se utilizan los principios de la investigación en acción, analizando las narrativas de los maestros. Las narrativas presentan elementos que resaltan las percepciones de los maestros sobre la enseñanza y el aprendizaje de los estudiantes sordos, señalando el papel que juega la escuela en el aprendizaje de los estudiantes sordos y los problemas que involucran el conocimiento y las prácticas pedagógicas dentro de la escuela.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Alunos surdos]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de língua portuguesa escrita]]></kwd>
<kwd lng="pt"><![CDATA[Relações]]></kwd>
<kwd lng="en"><![CDATA[Deaf students]]></kwd>
<kwd lng="en"><![CDATA[Teaching of writting portuguese language]]></kwd>
<kwd lng="en"><![CDATA[Relations]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes sordos]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de la lengua portuguesa escrita]]></kwd>
<kwd lng="es"><![CDATA[Educación bilingüe]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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